Education
QCF Units of Assessment
Final NVQ Units
2010
Skills CFA
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Contents
No.
Q332
Title
Provide administrative support in schools
Page No.
1
Title
Provide administrative support in schools
Skills CFA Unit
No.
Q332
WBA Unit No.
D/601/7787
Level
3
Credit Value
8
GLH
53
Learning Outcomes
Assessment Criteria
The learner will
The learner can
1. Understand how to develop and
maintain contacts in a school
environment
1.1 Explain why it is important to build
positive working relationships with
contacts
1.2 Describe how to build positive
working relationships with contacts
1.3 Clarify why it is important for the
school to have a friendly and
efficient way of dealing with
contacts
1.4 Describe the types of contacts they
deal with and the requirements
that they have
1.5 Explain how to meet the needs of
contacts
1.6 Explain why it is important to
present a positive image of
themselves and their school
1.7 Describe the types of problems that
may occur with contacts – including
conflict and aggression –
1.8 Explain the procedures for dealing
with the types of problems that
may occur with contacts – including
conflict and aggression
1.9 Describe the types of administrative
and organisational support that
they may be required to provide to
school contacts and the wider
community
2. Understand the environment in
which the school operates
2.1 Describe the social context in which
the school operates, including the
cultural diversity of the community
2.2 Explain how the social context
in which the school operates
impacts on the school environment
3. Understand how their own role
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3.1 Explain how their own role
L3 Provide administrative support in schools
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contributes to the work of the
school
contributes to the school’s goals
3.2 Explain how their own role
contributes to the school’s
improvement or development
priorities
3.3 Explain how their own role supports
teaching and learning
3.4 Clarify the limits of their own
authority
3.5 Explain why it important to act
within the limits of own authority
3.6 Clarify when to refer issues to a
higher authority
3.7 Identify who to refer issues to
4. Understand the policies and
procedures they should follow in a
school environment
4.1 Describe the policy context, wider
issues and initiatives that affect the
work of the school, (e.g. relevant
authority policies; government
standards, legislation and
regulations; government initiatives;
etc)
4.2 Explain the school’s policy and
administrative procedures for
dealing with parents, guardians and
carers
4.3 Clarify their roles and
responsibilities in relation to the
school’s policy and administrative
procedures for dealing with
parents, guardians and carers
4.4 Explain their school’s policy and
administrative procedures for
dealing with pupils and students
4.5 Clarify their roles and
responsibilities in relation to their
school’s policy and administrative
procedures for dealing with pupils
and students
4.6 Explain the school’s policy and
administrative procedures for
dealing with the wider community
4.7 Clarify their roles and
responsibilities in relation to their
school’s policy and administrative
procedures for dealing with the
wider community
5. Understand policies and procedures
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5.1 Explain how to comply with policies
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in relation to child protection and
student welfare in a school
environment
6. Understand the school’s
administrative systems and
procedures
and procedures relating to child
protection and student welfare
5.2 Explain how to report concerns
about child protection and student
welfare to an appropriate person
6.1 Explain the purpose of school
administration systems and
procedures
6.2 Clarify why the school’s
administrative systems and
procedures are important
6.3 Describe the school’s administrative
and organisational systems and
procedures in relation to own role
6.4 Explain methods of analysing and
evaluating information
6.4 Clarify the school’s procedures for
producing reports
7. Understand how to handle
confidential information in a school
environment
7.1 Explain to identify confidential
information in line with the school’s
procedures and relevant data
protection legislation
7.2 Explain why confidential information
should be safeguarded
7.3 Explain how to safeguard
confidential information
7.5 Explain the limits of their authority
in relation to confidential
information
7.5 Clarify when to refer confidential
information to the relative authority
or appropriate person
7.6 Explain who to refer confidential
information to (e.g. where concerns
for a child’s safety override
confidentiality)
8. Be able to develop and maintain
contacts in a school environment
8.1 Build positive working relationships
8.2 Present a positive image of
themselves and their school
8.3 Communicate effectively with
contacts
9. Be able to follow school procedures
for relationships with other people
9.1 Follow school policies and
procedures for dealing with
parents, guardians and carers
9.2 Follow school policies and
procedures for dealing with pupils
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and students
9.3 Follow school policies and
procedures for dealing with
colleagues and the wider
community
10. Be able to implement school
administrative systems and
procedures
10.1 Provide effective administrative
and organisational support to
school contacts and the wider
community
10.2 Operate school administration
systems
10.3 Analyse and evaluate information
10.4 Produce reports in line with school
procedures
11. Be able to handle confidential
information in a school environment
11.1 Safeguard confidential information
11.2 Act within the limits of their
authority
11.3 Refer issues beyond their
authority to the appropriate person
Additional Information about the unit
Unit purpose and aim(s)
This unit is about the application of
knowledge and understanding of
administrative support services in
schools.
Unit expiry date
31 December 2013
Details of the relationship between the
unit and relevant national occupational
standards or other professional
standards or curricula (if appropriate)
Skills CFA NOS
Assessment requirements or guidance
specified by a sector or regulatory body
(if appropriate)
Assessment Strategy
Support for the unit from an SSC or
other appropriate body (if required)
Skills CFA
Location of the unit within the
subject/sector classification system
15. Business, Administration and Law
Name of the organisation submitting
the unit
Skills CFA
Availability for use
Shared
Unit available from
1 August 2010
Unit guided learning hours
53
©2010 Skills CFA
15.2 Administration
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